examples of dbq essays ap world history

AP World History DBQ

Below, you will find our practice AP World History DBQ which is part of our full-length AP World History practice exam . This DBQ reflects the type of content you may see on your exam and will help prepare you to evaluate primary sources and respond effectively to the prompts. Once you have written your own response, you can review our sample answer, which will guide you towards a perfect score!

1. Evaluate the effects of the Columbian Exchange on the peoples and cultures of the Old World (Europe, Asia, Africa) and the New World (Americas) from the late 15th century to the 17th century.

Document 1: 1493: Uncovering the New World Columbus Created,  Charles C. Mann, 2012. “Then as now, smoking was made to order for the boredom and inertia of army life. Tobacco was embraced by Ming soldiers, who disseminated it as they marched around the Empire. In the southwestern province of Yunnan, one physician reported, Chinese soldiers “entered miasma-ridden (malarial) lands, and none of them were spare disease except for a single unit, whose members were in perfect health. When asked the reason, the answer was that they all smoked.”…From that point, the account continued, “smoking spread…and now in the southwest, whether old or young, they cannot stop smoking from morning until night.” As a child in the 1630’s, the writer Wang Pu had never heard of tobacco. When he grew to adulthood, he later recalled, “customs suddenly changed, and all the people, even boys not four feet tall, were smoking.””  

Document 3: The Body of the Conquistador,  Rebecca Earle, 2012.  “The parallels between the introduction of European foods and European religion shaped the imagination of colonial actors in the sixteenth century. Writers often spoke of ‘planting’ the faith, and missionaries hoped to reap a good harvest of new souls. Christianity was a tender shoot introduced to a fertile or hostile soil. Such language drew on long-standing Christian traditions, for evangelisation had for centuries been presented as a form of spiritual gardening, using imagery derived from the Bible itself.”

Document 4: Excerpt from Christopher Columbus’s journal (1492) “They [the natives] brought us parrots and balls of cotton and spears and many other things… They willingly traded everything they owned… They were well-built, with good bodies and handsome features… They do not bear arms, and do not know them, for I showed them a sword, they took it by the edge and cut themselves out of ignorance. They have no iron. Their spears are made of cane… They would make fine servants… With fifty men we could subjugate them all and make them do whatever we want.”

Document 5: Letter from Hernán Cortés to Emperor Charles V (1520) “The city [Tenochtitlan] is as large as Seville or Cordova; its streets, I speak of the principal ones, are very wide and straight; some of these, and all the inferior ones, are half land and half water, and are navigated by canoes. We have seen so many cities built in the water and other great towns on dry land, and that straight and level highway leading to Mexico, we were astounded… The market place is twice as large as that of Salamanca and is surrounded by porticoes, where there are daily more than sixty thousand souls, buying and selling.”

Document 6: “An Account, Much Abbreviated, of the Destruction of the Indies” by Bartolomé de las Casas (1552) “The Indies were discovered in the year one thousand four hundred and ninety-two… Forty-nine years have passed since the first settlers penetrated the land, the first being the large and most happy isle called Hispaniola which is six hundred leagues in circumference. Around it in all directions are many other islands, some very big, others very small, and all of them were, as I saw with my own eyes, densely populated with native peoples called Indians. This large island was perhaps the most densely populated place in the world.”

Document 7: “The Commentaries of the Great Afonso Dalboquerque, Second Viceroy of India” by Afonso de Albuquerque (1515) “Upon our arrival at the Island of Ormuz, we were greeted by a diverse assembly of merchants from India, Persia, and beyond. Our ships were laden with a variety of goods, including precious metals and exotic spices. Among these, we introduced several plants from the New World, such as maize, which was unknown in these lands. The local inhabitants were intrigued by these new crops, and their interest quickly turned to eagerness as they began to cultivate them. The maize, in particular, thrived in this climate, promising to become a staple in their diet.”

In your response, you should do the following:

• Use the above documents to construct an essay that responds to the prompt.
• State a clear thesis that addresses the effects of the Columbian Exchange on both the Old and New Worlds.
• Include contextual information relevant to the period of the Columbian Exchange.
• Analyze at least two of the documents for their point of view, purpose, historical situation, and/or audience.
• Incorporate at least one additional piece of historical evidence beyond the documents provided.
• Demonstrate complex understanding through sophisticated argumentation and effective use of evidence.

Once you have written your response, review our sample answer to see a response that would earn a perfect score on the official exam.

• [email protected]
• (650) 338-8226

Cupertino, CA

• Our Philosophy
• Our Results
• News, Media, and Press
• Common Application
• College Application Essay Editing
• Extracurricular Planning
• Academic Guidance
• Summer Programs
• Interview Preparation

Middle School

• Pre-High School Consultation
• Boarding School Admissions

College Admissions

• Academic and Extracurricular Profile Evaluation
• Senior Editor College Application Program
• Summer Program Applications
• Private Consulting Program
• Transfer Admissions
• UC Transfer Admissions
• Ivy League Transfer Admissions

Graduate Admissions

• Graduate School Admissions
• MBA Admissions

Private Tutoring

• SAT/ACT Tutoring
• AP Exam Tutoring
• Olympiad Training

Academic Programs

• Passion Project Program
• Science Research Program
• Humanities Competitions
• Ad Hoc Consulting
• Athletic Recruitment
• National Universities Rankings
• Liberal Arts Colleges Rankings
• Public Schools Rankings

Acceptance Rates

• University Acceptance Rates
• Transfer Acceptance Rates
• Supplemental Essays
• College Admissions Data
• Chances Calculator
• GPA Calculator

National Universities

• College Acceptance Rates
• College Overall Acceptance Rates
• College Regular Acceptance Rates
• College Early Acceptance Rates
• Ivy League Acceptance Rates
• Ivy League Overall Acceptance Rates
• Ivy League Regular Acceptance Rates
• Ivy League Early Acceptance Rates

Public Schools

• Public Schools Acceptance Rates
• Public Schools Overall Acceptance Rates
• Public Schools Regular Acceptance Rates
• Public Schools Early Acceptance Rates

Liberal Arts

• Liberal Arts Colleges Acceptance Rates
• Liberal Arts Colleges Overall Acceptance Rates
• Liberal Arts Colleges Regular Acceptance Rates
• Liberal Arts Colleges Early Acceptance Rates

What Is A DBQ Essay? Tips + Examples

By Eric Eng

So, you’re staring at an essay prompt asking for a DBQ essay , and you’re wondering, “ What is a DBQ essay? ” You’re not alone! A DBQ, or Document-Based Question essay, is a type of writing you’ll commonly come across in history classes, especially AP courses. The good news? It’s not as scary as it sounds once you get the hang of it. The key to mastering a DBQ is all about analyzing provided documents and using them to craft a strong, evidence-based argument.

In this guide, we’ll walk you through everything you need to know about a DBQ. We’ll cover how to write one, what a DBQ example looks like, how long it should be, and more. 

What Does DBQ Stand For?

How to write a dbq essay, example dbq essay and analysis, frequently asked questions.

DBQ stands for Document-Based Question. This type of essay is designed to test your ability to analyze historical documents and use them to form an argument.

You’ll most often encounter DBQs in Advanced Placement (AP) history courses, like AP World History, AP U.S. History, or AP European History . They help test your knowledge of historical content and your skills in critical thinking and writing.

Writing a DBQ essay might feel overwhelming at first, but once you have a clear strategy, it’s pretty manageable. Here’s a step-by-step breakdown to help you out:

1. Understand the prompt.

First things first, read the prompt carefully. You need to know what you’re being asked before you dive into the documents. The prompt will often ask you to take a position or explain a historical issue using the documents provided. 

2. Analyze the documents.

Next, spend some time analyzing the documents given to you. These could be anything from primary sources like letters, speeches, or photos to secondary sources like scholarly articles. Take notes on what each document says and how it connects to the essay prompt.

3. Write a strong thesis statement.

Your thesis is the core of your DBQ essay . After analyzing the documents, decide on the main argument you’re going to make. A strong thesis directly answers the question in the prompt and gives a roadmap for the rest of your essay.

Here’s an example of a weak thesis statement : “The American Revolution happened for many reasons.”  

This thesis is vague and doesn’t provide any clear direction for the essay. It fails to identify specific causes or how those causes will be addressed.

Now, look at a strong thesis statement : “The American Revolution was sparked by the colonists’ growing resentment of British policies, specifically due to unfair taxation, trade restrictions, and a lack of political representation.”  

This thesis directly answers the prompt , identifies three specific causes, and gives the reader a clear understanding of what the essay will cover. It provides an outline for the argument, making the essay much more focused and organized.

4. Organize your essay.

Plan your essay by organizing the documents into categories that support your thesis. Each body paragraph should focus on one key point and use the documents as evidence to back it up. You can also bring in your knowledge of the historical period to add more context to your argument.

5. Write your DBQ.

Now that you’ve got your plan, it’s time to start writing. In your introduction, introduce the topic, state your thesis, and give a brief preview of the points you’ll be making. Each body paragraph should include topic sentences, evidence from the documents, and analysis of how the evidence supports your thesis. Finally, wrap it all up with a conclusion (yes, you need a conclusion in your DBQ essay).

6. Proofread and revise.

Before turning in your DBQ, take a few minutes to reread your essay and check for any spelling or grammatical errors. Make sure your argument flows smoothly and that you’ve clearly supported your thesis with the documents.

How long should a DBQ essay be?

Good question! While there’s no hard-and-fast rule, most DBQ essays are typically around 500-700 words long, depending on the complexity of the prompt and the number of documents provided. In general, aim for about five paragraphs: an introduction, three body paragraphs (or more if needed), and a conclusion.

It’s important to stay concise while making sure you fully explain your points and back them up with evidence. Don’t feel pressured to write a super long DBQ essay. You should focus on quality over quantity. As long as you are able to answer the prompt, use the documents effectively, and build a strong argument, you’re golden.

Do you need a conclusion in a DBQ essay?

Yes, you absolutely need a conclusion in a DBQ! The conclusion is your chance to wrap up your argument and leave a lasting impression on your reader (or your grader). In your conclusion, restate your thesis in a new way and briefly summarize the key points you made in your essay.

But don’t just repeat everything word-for-word. Instead, tie everything together by showing how the documents you analyzed and the arguments you made paint a clear picture of the historical issue you were asked to address. You can also use the conclusion to reflect on the broader significance of the topic or its implications for the future.

Let’s look at a quick DBQ example to bring everything into perspective. Suppose you’re given the prompt: “ Analyze the causes of the American Revolution. ” You would be given several documents, like excerpts from colonial leaders, British officials, or other relevant texts. Here’s a basic outline of what an example DBQ essay on this topic might look like:

Let’s break down why each part of this DBQ example works well for the prompt: “Analyze the causes of the American Revolution.”

Thesis statement

The American Revolution was caused by growing tensions between Britain and the American colonies, fueled by unfair taxation, restrictions on colonial trade, and a lack of representation in British Parliament.

Why it’s good:   

• Provides a clear argument. The thesis directly answers the prompt by identifying the main causes of the American Revolution: taxation, trade restrictions, and lack of representation.
• Specific. Rather than vaguely stating “tensions,” the thesis explains exactly what tensions the essay will focus on, making it easier to build an argument in the body paragraphs.
• Gives a preview of your structure. It gives a roadmap for the essay, which helps guide the reader. The three causes listed here will likely correspond to the main points in the body paragraphs to create a well-organized essay.

Body paragraph 1

Topic sentence: The imposition of taxes like the Stamp Act and Tea Act ignited colonial anger toward Britain.  

Why it’s good:  

• Directly connects to your thesis statement. The topic sentence ties back to one of the key causes identified in the thesis: unfair taxation.
• Gives a specific example. Naming specific acts, like the Stamp Act and Tea Act, makes the argument more concrete and grounded in historical facts, which is essential for a DBQ.

Evidence from document: A letter from a colonial leader complaining about taxation without representation.  

• Relevant. The evidence is directly related to the topic sentence and demonstrates the colonists’ anger over taxation without representation.
• Uses a primary source. Using a letter from a colonial leader shows the perspective of someone directly affected by British policies. This strengthens your argument.

Analysis: This document shows that unfair taxation policies led many colonists to question British authority and demand more autonomy.   

• Interprets the document. The analysis doesn’t just summarize the document but explains how it supports the argument, linking unfair taxation to a desire for autonomy.
• Connects to the prompt. It ties the evidence back to the broader issue of growing tensions, showing how taxation contributed to the Revolutionary cause.

Body paragraph 2

Topic sentence: British trade restrictions and the enforcement of mercantilist policies limited colonial economic freedom.  

• Addresses another cause. The topic sentence moves the essay forward by tackling the second key cause from the thesis: trade restrictions.
• Gives an economic focus. By focusing on trade and economics, it expands the scope of the essay and provides a different angle than taxation, making the argument more well-rounded.

Evidence from document: A colonial newspaper article criticizing the Navigation Acts.  

• Supports the topic sentence. The newspaper article directly addresses trade restrictions and proves that this was a significant issue for the colonies.
• Provides a broader perspective. A newspaper represents public opinion at the time, showing that dissatisfaction wasn’t limited to political leaders but was also widespread among colonists.

Analysis: This source highlights how economic policies imposed by Britain were seen as a threat to the prosperity and independence of the colonies.  

• Connects economic issues to rebellion. The analysis clearly explains how the economic frustrations fueled a desire for independence. This aligns with the overall argument of growing colonial dissatisfaction.
• Provides insight. It moves beyond just stating that trade restrictions were unpopular, adding depth by discussing the threat to colonial prosperity and independence.

Body paragraph 3

Topic sentence: The lack of colonial representation in British Parliament increased political tensions.  

• Addresses the final cause. The third key cause of the thesis, political representation, is introduced here. This makes sure all points of your thesis are covered.
• Broadens your argument. Shifting the focus to political issues adds variety to the essay and widens the argument beyond just economic concerns.

Evidence from document: A petition from the Continental Congress requesting greater representation.  

• Solid evidence. The Continental Congress was a key player in the Revolution. This document provides strong, relevant evidence to support the argument about lack of representation.
• Historical significance. The petition is an official, important document. This shows the seriousness of the colonial demands and adds weight to the argument.

Analysis: The frustration over not having a voice in British decision-making drove many colonists to consider rebellion as their only option.  

• Explains the consequences. The analysis doesn’t just restate the evidence but explains how the lack of representation pushed colonists toward rebellion. This ties directly back to your thesis.
• Focuses on the prompt. It keeps the focus on “growing tensions,” which directly answers the question and makes sure that your essay stays on track.

The American Revolution was not an overnight event but the result of a series of escalating tensions between Britain and its American colonies. From unfair taxation to restrictive trade policies and the colonists’ growing frustration with their lack of representation in Parliament, each issue chipped away at the loyalty once felt toward the Crown. The documents illustrate how these grievances led colonists to question British authority, ultimately pushing them toward the pursuit of independence. By examining these documents, it’s clear that the revolution was born from a desire for autonomy—both politically and economically—that could no longer be ignored. The American Revolution was as much a response to systemic oppression as it was a fight for a new identity, one built on the principles of freedom and self-governance.

• Reinforces the argument. The conclusion ties everything together and reminds the reader that the documents are meant to support the broader argument about the causes of the Revolution.
• Encourages deeper thinking. It emphasizes the importance of analyzing the documents, not just summarizing them. This is a crucial skill for DBQ essays .
• Broadens the perspective . It ties the American Revolution to broader themes of freedom and self-governance. This gives the essay a sense of closure and elevates the significance of the analysis.
• Strong final sentence : The last sentence leaves a lasting impression, connecting the causes of the Revolution to larger ideals. This resonates well with your readers and makes the argument feel more complete.

1. How do I write a thesis for a DBQ essay?

Your thesis should directly answer the prompt by clearly stating your argument or the main point of your essay. It should be specific and outline the key reasons or factors that you’ll explore in your body paragraphs. Make sure your thesis addresses all parts of the prompt and hints at the structure of your essay.

2. How many documents should I use in my DBQ essay?

Generally, you should aim to use most, if not all, of the provided documents to support your argument. However, it’s essential to go beyond simply quoting or summarizing the document. You should analyze them and explain how they connect to your thesis. Depending on the exam or assignment, you may need to use a minimum number of documents, so make sure to always check the guidelines provided by your professor.

3. Do I need to include outside knowledge in a DBQ essay?

Yes, in addition to the documents, you should incorporate your own knowledge of the historical context. Outside knowledge helps strengthen your argument by showing you understand the broader events, causes, or effects related to the prompt. It’s important to blend your analysis of the documents with historical facts you already know.

4. Do I need a conclusion in a DBQ essay?

Absolutely! A conclusion is essential to wrap up your essay and restate your argument. In your conclusion, summarize the main points you’ve made, and show how the documents and your analysis answer the prompt. A strong conclusion reinforces your thesis and provides closure for your reader.

• The DBQ essay is built around analyzing historical documents to answer a specific prompt. You must use these documents as evidence to support your thesis while also incorporating your own knowledge of the topic.
• Having a strong thesis is essential. Your thesis should directly address the prompt and provide a clear, specific argument. It should outline the main points of your essay, guiding your analysis in the body paragraphs.
• You should be able to balance document evidence with outside knowledge. While the documents are important, you should also use outside historical knowledge to strengthen your argument, adding depth and context to the analysis.
• A well-written conclusion restates your thesis, summarizes your key points, and shows how your analysis of the documents fully addresses the essay prompt.
• Should you need help in writing a DBQ essay for one of your subjects, you might want to consider talking to a private consultant for guidance.

Want to assess your chances of admission? Take our FREE chances calculator today!

Why College Admissions Isn’t Perfect

US News Rankings

The Personal Statement: The Holy Grail of College Admissions

The Modern Day 4.0 and 1600 SAT Score Student Is No Longer Impressive

The Competitive Nature of College Admissions for Asian Americans

The College Application

Our Comprehensive Approach

Ivy League Schools

How Early Should You Prepare for College?

Featured in US News & World Report Best Colleges Publication

Congratulations to AdmissionSight Students and their Acceptances!

College Rejection

College Rankings

College Consultants Could Make A Difference

College Admissions Scandal and Higher Education

How to Ask Someone to Be a Reference: Sample Email + Tips

How Many Times Can You Take the LSAT? Study Tips + Insights

Top 20 Colleges with the Lowest Acceptance Rates

How to Write a Synthesis Essay: Tips + Examples

How to Nail Your Overcoming a Challenge Essay: Advice and Tips

What Happens If You Fail a Class in College? Insights + Tips

Do You Need a Bachelor’s to Get a Master’s Degree?

Top 7 Hidden Ivies in the US: Stats + Tips

What Can You Do with a Philosophy Degree? Job Prospects + Insights

Top 16 National Awards for High School Students

Top 10 Best Sororities in the US

How to Superscore Your SAT: Insights + Tips

Life after College: Insights and Advice

11 Best STEM Colleges in the US

Best Law Student Jobs to Make Money During Law School

How to get into yale: admission requirements and tips, leave a comment cancel reply.

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Recent Articles

How to Ask Someone to...

How Many Times Can You...

What Is A DBQ Essay?...

Top 20 Colleges with the...

How to Write a Synthesis...

How to Nail Your Overcoming...

What Happens If You Fail...

Do You Need a Bachelor’s...

Top 7 Hidden Ivies in...

What Can You Do with...

Top 16 National Awards for...

Top 10 Best Sororities in...

Sign up now to receive insights on how to navigate the college admissions process..

Admissions Counseling

• Academic & Extracurricular Profile Evaluation

Copyright © AdmissionSight 2024

Privacy Policy - Terms and Conditions

Calculate for all schools

Your chance of acceptance, your chancing factors, extracurriculars, ap world history dbq examples needed.

Hey folks, does anybody have any examples of DBQs for the AP World History exam? I'm really struggling with how to structure my essays, and I think seeing some examples might help.

Hello! DBQ, or Document-Based Questions, challenge you to interpret primary sources and synthesize them into a coherent argument. Seeing examples is certainly a great way to understand the structure of the essays on the AP World History exam.

While CollegeBoard has removed several past AP World History exams from their website, you're in luck because they have released a few sample student responses to DBQs, complete with scoring explanations.

You can find them on the CollegeBoard's site by going to "AP World History: Modern", then into the "Exam Information" section. In the "Free-Response Questions and Scoring Information" subsection, look for the "Student Sample Responses" column.

These sample responses are actual student DBQs that have been graded and annotated by the AP graders, so they're very useful for understanding how the exam is evaluated.

With all this said, remember that the best way to improve your DBQ skills is to practice. Try answering a few DBQs on your own before diving into the sample responses. It'll give you insight into your current writing and analysis abilities, and you can then compare your work to the scored examples to identify areas for improvement. Good luck!

About CollegeVine’s Expert FAQ

CollegeVine’s Q&A seeks to offer informed perspectives on commonly asked admissions questions. Every answer is refined and validated by our team of admissions experts to ensure it resonates with trusted knowledge in the field.

Choose Your Test

• Search Blogs By Category
• College Admissions
• AP and IB Exams
• GPA and Coursework

The Complete Guide to the AP World History Exam

Advanced Placement (AP)

Before you start studying for the AP World History exam, you should get the inside scoop on its format and content. The types of questions you'll see might differ from your expectations. It's especially smart to practice writing essay outlines based on past questions before you're faced with fresh prompts on test day.

In this article, we'll go through the structure, content, and question types on the AP World History exam and provide some helpful tips for acing it !

How Is the AP World History Exam Structured?

The AP World History exam is three hours and 15 minutes and consists of two sections, each of which contains a Part A and a Part B. Here's a basic overview of these sections before we get into the nitty-gritty below:

• Section 1, Part A: Multiple Choice
• Section 1, Part B: Short Answer
• Section 2, Part A: Document-Based Question (DBQ)
• Section 2, Part B: Long Essay

It should be noted that the AP World History exam has undergone some big changes for the 2019-20 school year . Instead of covering thousands of years of human history and development, now it will cover only the years 1200 to the present ; as a result, the exam has been renamed AP World History: Modern (an AP World History: Ancient course and exam are in the works).

Section 1 Format

Section 1 on the AP World History exam lasts a total of 95 minutes and consists of two parts:

• Part A: Multiple Choice
• Part B: Short Answer

This chart shows what you can expect for each part of Section 1 on the World History exam:

Part A lasts 55 minutes and counts for 40% of your total AP World History score. Each question on this part comes with four possible answer choices (labeled A-D). Since there are no penalties for wrong answers, it's in your best interest to fill in an answer for every question.

Most multiple-choice questions come in sets of three to four questions and require you to analyze primary and secondary sources as well as data in the form of graphs, charts, maps, etc.

Part B lasts 40 minutes and counts for 20% of your final AP score. For this section, you must write three short answers (you'll get four prompts in total, but you choose one of two prompts to write on for your third essay). You'll have different sources, or stimuli, for each short-answer prompt:

• Short Answer 1: Includes one secondary source
• Short Answer 2: Includes one primary source
• Short Answer 3/4 (choose one prompt): No stimulus for either option; prompt 3 focuses on the years 1200-1750, while prompt 4 focuses on the years 1750-2001

Section 2 Format

Section 2 on the AP World History test lasts 100 minutes and, like Section 1, consists of two parts:

• Part A: Document-Based Question (DBQ)
• Part B: Long Essay

Here's a brief overview of the format of Section 2 of the World History exam:

Part A in Section 2 lasts one hour and counts for 25% of your total score. For the Document-Based Question, or DBQ, you'll get seven documents offering different viewpoints on a certain historical development. You must write an essay with an argument supported by this historical evidence.

Part B, which is the Long Essay, lasts for just 40 minutes and counts for 15% of your AP score. This part of the test requires you to write a full-fledged essay in response to one of three prompts (you choose which one you want to write on). Unlike the DBQ, you're not given any direct historical evidence to use in your essay; you must come up with it yourself to support your argument.

Here are the three types of prompts you can choose from for the Long Essay:

• Prompt 1: Focuses on the years 1200-1750
• Prompt 2: Focuses on the years 1450-1900
• Prompt 3: Focuses on the years 1750-2001

What Kind of Content Is Covered in AP World History?

Content on the AP World History exam is divided into six overarching themes and nine distinct units . Knowing these categorizations can help you get a better sense of what kinds of historical trends you will be asked to examine (this is especially helpful when writing free-response essays!). The units are roughly divided up into overlapping periods of time.

Below, we introduce the current themes and units, as described in the 2019-20 AP World History: Modern Course and Exam Description .

The 6 Themes in AP World History

Let's start by looking closely at the six major themes covered on the AP World History exam.

Theme 1: Humans and the Environment

The environment shapes human societies, and as populations grow and change, these populations in turn shape their environments.

Key points:

• Demography and disease
• Patterns of settlement

Theme 2: Cultural Developments and Interactions

The development of ideas, beliefs, and religions illustrates how groups in society view themselves, and the interactions of societies and their beliefs often have political, social, and cultural implications.

• Religions and cultures
• Belief systems, philosophies, and ideologies
• Science and technology
• The arts and architecture

Theme 3: Governance

A variety of internal and external factors contribute to state formation, expansion, and decline. Governments maintain order through a variety of administrative institutions, policies, and procedures, and governments obtain, retain, and exercise power in different ways and for different purposes.

• Political structures and forms of governance
• Nations and nationalism
• Revolts and revolutions
• Regional, transregional, and global structures and organizations

Theme 4: Economic Systems

As societies develop, they affect and are affected by the ways that they produce, exchange, and consume goods and services.

• Agricultural and pastoral production
• Trade and commerce
• Labor systems
• Industrialization
• Capitalism and socialism

Theme 5: Social Interactions and Organization

The process by which societies group their members and the norms that govern the interactions between these groups and between individuals influence political, economic, and cultural institutions and organization.

• Gender roles and relations
• Family and kinship
• Racial and ethnic constructions
• Social and economic classes
• Slavery and abolition

Theme 6: Technology and Innovation

Human adaptation and innovation have resulted in increased efficiency, comfort, and security, and technological advances have shaped human development and interactions with both intended and unintended consequences.

• Intellectual innovation
• Transportation technologies and trade
• Modes of production and machinery
• Communication

The 9 Units in AP World History

Here, we'll go over the nine units of the AP World History course and exam. But before we describe each one in depth, here's a quick overview of how these units are tested:

Source: AP World History Course and Exam Description, 2019-20

Unit 1: The Global Tapestry (1200-1450)

• Developments in East Asia from c. 1200 to c. 1450
• Developments in Dar al-Islam from c. 1200 to c. 1450
• Developments in South and Southeast Asia from c. 1200 to c. 1450
• State Building in the Americas
• State Building in Africa
• Developments in Europe from c. 1200 to c. 1450
• Comparison in the period from c. 1200 to c. 1450

Unit 2: Networks of Exchange (1200-1450)

• The Silk Roads
• The Mongol Empire and the making of the modern world
• Exchange in the Indian Ocean
• Trans-Saharan trade routes
• Cultural consequences of connectivity
• Environmental consequences of connectivity
• Comparison of economic exchange

Unit 3: Land-Based Empires (1450-1750)

• Empires expand
• Empires: administration
• Empires: belief systems
• Comparison in land-based empires

Unit 4: Transoceanic Interconnections (1450-1750)

• Technological innovations from 1450 to 1750
• Exploration: causes and events from 1450 to 1750
• Columbian exchange
• Maritime empires established
• Maritime empires maintained and developed
• Internal and external challenges to state power from 1450 to 1750
• Changing social hierarchies from 1450 to 1750
• Continuity and change from 1450 to 1750

Unit 5: Revolutions (1750-1900)

• The Enlightenment
• Nationalism and revolutions in the period from 1750 to 1900
• Industrial Revolution begins
• Industrialization spreads in the period from 1750 to 1900
• Technology of the Industrial Age
• Industrialization: government's role from 1750 to 1900
• Economic developments and innovations in the Industrial Age
• Reactions to the industrial economy from 1750 to 1900
• Society and the Industrial Age
• Continuity and change in the Industrial Age

Unit 6: Consequences of Industrialization (1750-1900)

• Rationales for imperialism from 1750 to 1900
• State expansion from 1750 to 1900
• Indigenous responses to state expansion from 1750 to 1900
• Global economic development from 1750 to 1900
• Economic imperialism from 1750 to 1900
• Causes of migration in an interconnected world
• Effects of migration
• Causation in the Imperial Age

Unit 7: Global Conflict (1900-Present)

• Shifting power after 1900
• Causes of World War I
• Conducting World War I
• The economy in the interwar period
• Unresolved tensions after World War I
• Causes of World War II
• Conducting World War II
• Mass atrocities after 1900
• Causation in global conflict

Unit 8: Cold War and Decolonization (1900-Present)

• Setting the stage for the Cold War and decolonization
• The Cold War
• Effects of the Cold War
• Spread of communism after 1900
• Decolonization after 1900
• Newly independent states
• Global resistance to established order after 1900
• End of the Cold War
• Causation in the age of the Cold War and decolonization

Unit 9: Globalization (1900-Present)

• Advances in technology and exchange after 1900
• Technological advances and limitations after 1900: disease
• Technological advances: debates about the environment after 1900
• Economics in the Global Age
• Calls for reform and responses after 1900
• Globalized culture after 1900
• Resistance to globalization after 1900
• Institutions developing in a globalized world
• Continuity and change in a globalized world

Sample AP World History Test Questions

Let's go through examples of each of the four types of questions you'll see on the AP World History exam. All sample questions come from the 2019-20 World History Course and Exam Description .

Multiple-Choice Question Example

Most multiple-choice questions come in sets of three to four questions that ask you to respond to a particular source, or stimulus, such as a primary source, a secondary source, or data in the form of a map, chart, or table.

In this sample question, you're being asked to read and interpret two separate passages . You must have background knowledge of economic trends in the late 20th century to be able to select the correct answer here (which is answer choice C ).

Short-Answer Question Example

This short-answer question is accompanied by a secondary source. In each short-answer question on the test, each part (A-C) should only require a one- to two-sentence answer . You'll then get 1 point per correct response (so the max you can earn on one short-answer question is 3 points).

Here's how you could earn full credit for this question, per the official scoring guidelines .

(A) Sample Answers

• Hakuseki's argument was influenced by Confucianism.
• Hakuseki's argument that sovereign is Heaven to the subjects and the father is Heaven to the child was influenced by Confucian beliefs.
• Hakuseki's argument that only the emperor is supposed to serve the Lord of Heaven reflects the beliefs of Confucianism.

(B) Sample Answers

• One important difference is that most Christian missionaries and Muslim Sufis traveled across the world and spread their religion without being banned by other governments.
• One important difference between the circumstances of the religious encounter in eighteenth century Japan and other religious encounters in the period 1450–1750 is that religious interactions in this period more frequently led to the development of syncretic belief systems such as Vodou or Santería than the outright banning of the preaching of a religion.
• One important difference between the Tokugawa shogunate banning the preaching of Christianity and most other religious interactions in the period 1450–1750 is that some governments, such as the Mughal Empire under Akbar, encouraged religious tolerance and interaction.

(C) Sample Answers

• The Mughal emperors of India and the African kings of Kongo attempted to restrict European merchants to certain towns and trading posts.
• The Ming and Qing emperors of China confined the Portuguese merchants to Macao and placed legal restrictions on converting to Christianity.
• Although the Safavid Empire allowed European merchants to settle in some cities and even serve as advisors at court, preaching Christianity was strictly forbidden.

Document-Based Question Example

You'll get seven documents with your DBQ (not shown in the sample above), and you must use at least six of these as evidence in your response. The DBQ is worth up to 7 points .

Here's what you'd need to do to earn full credit for this sample DBQ, per the scoring guidelines .

Long Essay Question Example

For the Long Essay, you'll get three possible prompts to choose from. This question is an example of an Option 2 prompt with a focus on the years 1450-1900 —in this case, the 19th century. You can earn up to 6 points for your essay.

Here's what you'd need to do to earn full credit for this sample, per the official scoring guidelines :

How Is the AP World History Exam Scored?

Now that you've seen what questions look like on the AP World History test, let's quickly go over exactly how the exam is scored. Like all other AP tests, you will get a final scaled score for AP World History on a scale of 1-5 . This is a cumulative score that combines your raw scores from each of the four parts of the test (Multiple Choice, Short Answer, DBQ, and Long Essay).

Keep reading to see how each part of the AP World History test is scored.

Multiple Choice

Raw scoring for the multiple-choice section is simple: you earn 1 point for each multiple-choice question you answer correctly . Since there are 55 questions, the max number of points you can earn here is 55. Remember that this part counts for 40% of your total score .

No points are taken off for incorrect answers, so be sure to fill in every answer bubble!

Short Answer

Each short-answer question is worth 3 points—one for each task (labeled A-C) you must complete. Because there are three short-answer questions, this means you can earn a total of 9 raw points for all your responses. The short-answer portion counts for 20% of your final AP score .

Document-Based Question

The DBQ is worth 25% of your final score and is graded on a 7-point rubric , as shown below:

The Long Essay is worth just 15% of your overall score and is graded on a 6-point rubric :

The Best Way to Prep for the AP World History Exam: 3 Tips

Here are a few of the most important prep tips for AP World History. If you want more advice, take a look at our article on the best study strategies for this exam .

Tip 1: Make Connections to Themes (and Memorize Examples)

World History is a course that covers a ton of information, so much so that it can be hard to think of specific examples that relate to your arguments in essay questions. You should be able to elaborate on one or two concrete events from each period that relate to each theme of the course.

As long as you can preserve this bank of information in your mind, you'll be able to support your answers to any essay questions the test throws at you.

Tip 2: Use Outside Information Selectively

Providing specific historical examples in your essay lets you show your mastery of the material, but you need to be cautious. This test is less about how much you know and more about how well you understand the connections and underlying themes that connect historical facts.

Each fact you mention must have a specific purpose and should tie directly into what the question is asking and what you've stated in your argument.

Tip 3: Learn to Read Multiple-Choice Questions Carefully

You can get into some trouble if you don't understand exactly what the multiple-choice questions are asking on this exam. You'll only find the correct answer if you stick to the specifics of the question. Otherwise, you could get tripped up by choices that are accurate statements about history but inaccurate answers to the question being asked.

Practice your skills in selecting answers that directly pertain to the evidence presented in the question.

Summary: What to Know About the AP World History Exam

The AP World History exam is a three-hour and 15-minute test that consists of 55 multiple-choice questions, three short answers, one DBQ, and one essay.

Questions address six major historical themes and nine units, with periods stretching back to the year 1200 CE. While this is undoubtedly a lot of information to study, it's important to realize that long-term trends are more important than small details.

You can do extremely well on the World History test, as long as you master the major events of each period and understand their essential causes and effects .

What's Next?

Looking for some practice materials for the World History exam? Then check out this detailed guide to all the AP World History practice tests available online .

It's a smart idea to practice your writing skills on DBQs before any AP history test. Learn about the best places to find DBQ examples and how you can write an excellent response .

Which AP classes should you take in high school besides World History? Our expert guide will help you decide based on your goals, academic interests, and schedule.

Trending Now

How to Get Into Harvard and the Ivy League

How to Get a Perfect 4.0 GPA

How to Write an Amazing College Essay

What Exactly Are Colleges Looking For?

ACT vs. SAT: Which Test Should You Take?

When should you take the SAT or ACT?

Get Your Free

Find Your Target SAT Score

Free Complete Official SAT Practice Tests

How to Get a Perfect SAT Score, by an Expert Full Scorer

Score 800 on SAT Math

Score 800 on SAT Reading and Writing

How to Improve Your Low SAT Score

Score 600 on SAT Math

Score 600 on SAT Reading and Writing

Find Your Target ACT Score

Complete Official Free ACT Practice Tests

How to Get a Perfect ACT Score, by a 36 Full Scorer

Get a 36 on ACT English

Get a 36 on ACT Math

Get a 36 on ACT Reading

Get a 36 on ACT Science

How to Improve Your Low ACT Score

Get a 24 on ACT English

Get a 24 on ACT Math

Get a 24 on ACT Reading

Get a 24 on ACT Science

Stay Informed

Get the latest articles and test prep tips!

Samantha is a blog content writer for PrepScholar. Her goal is to help students adopt a less stressful view of standardized testing and other academic challenges through her articles. Samantha is also passionate about art and graduated with honors from Dartmouth College as a Studio Art major in 2014. In high school, she earned a 2400 on the SAT, 5's on all seven of her AP tests, and was named a National Merit Scholar.

Ask a Question Below

Have any questions about this article or other topics? Ask below and we'll reply!

AP World History: Modern

Review the free-response questions from the 2024 ap exam., exam overview.

Exam questions assess the course concepts and skills outlined in the course framework. For more information, download the  AP World History: Modern Course and Exam Description  (CED).

Encourage your students to visit the  AP World History: Modern student page  for exam information.

Rubrics Updated for 2023-24

We’ve updated the AP World History: Modern document-based question (DBQ) and long essay question (LEQ) rubrics for the 2023-24 school year.

This change only affects the DBQ and LEQ scoring, with no change to the course or the exam: the exam format, course framework, and skills assessed on the exam all remain unchanged.

The course and exam description (CED) has been updated to include: 

• Revised rubrics (general scoring criteria) for the DBQ and LEQ.
• Revised scoring guidelines for the sample DBQ and LEQ within the CED.

Thu, May 8, 2025

12 PM Local

AP World History: Modern Exam

Exam format.

The AP World History: Modern Exam has consistent question types, weighting, and scoring guidelines, so you and your students know what to expect on exam day.

Section I, Part A: Multiple Choice

55 Questions | 55 Minutes | 40% of Exam Score

• Questions usually appear in sets of 3–4 questions.
• Students analyze historical texts, interpretations, and evidence.
• Primary and secondary sources, images, graphs, and maps are included.

Section I, Part B: Short Answer

3 Questions | 40 Minutes | 20% of Exam Score

• Students analyze historians’ interpretations, historical sources, and propositions about history.
• Questions provide opportunities for students to demonstrate what they know best.
• Some questions include texts, images, graphs, or maps.
• Question 1 is required, includes 1 secondary source, and focuses on historical developments or processes between the years 1200 and 2001.
• Question 2 is required, includes 1 primary source, and focuses on historical developments or processes between the years 1200 and 2001.
• Students choose between Question 3 (which focuses on historical developments or between the years 1200 and 1750) and Question 4 (which focuses on historical developments or processes between the years 1750 and 2001) for the last question. No sources are included for either Question 3 or Question 4.

Section II: Document-Based Question and Long Essay

2 questions | 1 Hour, 40 minutes | 40% of Exam Score

Document-Based Question (DBQ) Recommended time: 1 Hour (includes 15-minute reading period) | 25% of Exam Score

• Students are presented with 7 documents offering various perspectives on a historical development or process.
• Students assess these written, quantitative, or visual materials as historical evidence.
• Students develop an argument supported by an analysis of historical evidence.
• The document-based question focuses on topics from 1450 to 2001.

Long Essay Recommended time: 40 Minutes | 15% of Exam Score

• Students explain and analyze significant issues in world history.
• The question choices focus on the same skills and the same reasoning process (e.g., comparison, causation, or continuity and change), but students choose from 3 options, each focusing primarily on historical developments and processes in different time periods—either 1200–1750 (option 1), 1450–1900 (option 2), or 1750–2001 (option 3).

Exam Questions and Scoring Information

Ap world history: modern exam questions and scoring information.

View free-response questions and scoring information from this year's exam and past exams.

Score Reporting

Ap score reports for educators.

Access your score reports.

• AP World History Modern
• Causes And Effects Of New Migration Patterns

Causes and effects of new migration patterns

The causes of new migration patterns in the modern era were driven by industrialization, economic opportunities, political upheavals, and colonial expansion. These migrations led to profound effects, such as urbanization, cultural exchanges, economic growth, and social tensions. The movement of people reshaped societies, economies, and environments, influencing global trade, labor markets, and demographic changes.

Learning Objective

In studying “Causes and Effects of New Migration Patterns” for AP World History: Modern , you should learn to identify the major factors driving migration in the modern era, including economic opportunities, political conflicts, and environmental changes. Analyze the social, cultural, and economic impacts of migration on both sending and receiving countries, including the formation of diasporas and changes in demographics. Evaluate the responses of governments and societies to new migration patterns and explore how these movements have influenced global cultural exchanges, labor markets, and national identities.

1. Causes of New Migration Patterns

• Industrialization and Economic Opportunities : The Industrial Revolution created a demand for labor, drawing people from rural areas and less developed regions to urban centers and industrialized countries in search of work.
• Colonialism and Imperialism : European empires expanded, leading to forced and voluntary migration as colonizers, soldiers, administrators, and workers moved to and from colonies.
• Technological Advances in Transportation : Improvements in steamships and railways reduced travel times, making long-distance migration more feasible, especially across oceans.
• Political Changes and Persecution : Political upheavals, revolutions, and ethnic persecution (e.g., Jewish migration due to pogroms in Russia) forced many to seek refuge elsewhere.

2. Effects on Receiving Countries

• Economic Growth and Industrialization : Migrants provided a source of cheap labor, fueling industrial growth in countries like the United States, Canada, and Australia.
• Cultural Diversity : The influx of diverse groups enriched the cultural landscape, introducing new languages, traditions, foods, and customs.
• Social Tensions and Xenophobia : The arrival of large numbers of immigrants often led to social tensions, discriminatory laws, and anti-immigrant sentiments, such as the Chinese Exclusion Act in the United States.

3. Environmental and Demographic Effects

• Urbanization : The movement of people to cities resulted in rapid urbanization, leading to overcrowded living conditions, sanitation issues, and the growth of slums. The process by which an increasing number of people migrate from rural areas to urban centers, leading to the growth and expansion of cities. This phenomenon gained momentum during the Industrial Revolution in the 19th century when job opportunities in factories and industries drew large populations to cities in search of better employment and living conditions.
• Environmental Impact : Increased migration and urbanization placed pressure on natural resources, leading to deforestation, pollution, and the depletion of resources in some regions. The environmental impact refers to the various ways in which human activities affect the natural environment. As societies grow and develop, they often alter ecosystems, deplete resources, and contribute to pollution, leading to significant changes in the environment.

4. Labor Migration and the Global Economy

Labor migration significantly impacts the global economy by filling labor shortages, boosting economic growth, and fostering cultural exchange. However, it also poses challenges such as brain drain, labor exploitation, and social integration. Migrant workers contribute to both their home and host countries, but often face economic and legal vulnerabilities.

• Indentured Labor : After the abolition of slavery in the 19th century, plantation owners in European colonies faced a severe labor shortage. To address this, they turned to indentured labor as an alternative, recruiting workers primarily from countries like India, China, and other parts of Asia. These workers were bound by contracts (indentures) that typically lasted 5 to 7 years, promising them wages, food, shelter, and often the prospect of land or a return passage at the end of their service.
• Emergence of Migrant Networks : As people migrated, they established networks connecting their places of origin with their new destinations. These networks facilitated the exchange of information, helping migrants navigate the challenges of relocating, such as finding jobs, housing, and social support. These networks often started with a single person or family who migrated, then expanded as they helped others from their community or family to join them.

Example 1: The Irish Potato Famine (1845-1852)

The Irish Potato Famine caused mass migration to the United States, leading to labor contributions but also increased anti-Irish sentiment and discrimination.

Example 2: Indian Indentured Labor Migration (19th Century)

After slavery’s abolition, Indian laborers migrated to work on plantations in the Caribbean, Africa, and Fiji, influencing local culture and demographics.

Example 3: Chinese Migration During the Gold Rush (1850s-1860s)

Chinese laborers migrated to California for gold and railroad work, contributing to economic growth but facing discrimination and the Chinese Exclusion Act.

Example 4: Jewish Migration Due to Pogroms (Late 19th-Early 20th Century)

Pogroms in Russia forced Jewish migration to the U.S. and Europe, enriching host cultures but also leading to overcrowded immigrant neighborhoods.

Example 5: Post-World War II Migration to Western Europe

Labor shortages prompted migration from former colonies to Europe, fueling economic growth, but also resulting in racial tensions and anti-immigrant policies.

Question 1:

Which of the following was a primary cause of Irish migration to the United States in the mid-19th century? A) Industrial Revolution B) Potato Famine C) Religious Persecution D) Gold Rush

Answer: (B) Potato Famine Explanation The Irish Potato Famine (1845-1852) led to widespread starvation and poverty in Ireland, forcing many to migrate to the United States for survival.

Question 2:

What was a major effect of Indian indentured labor migration in the 19th century? A) Industrialization in India B) Cultural influence in the Caribbean C) End of European colonialism D) Rise of global trade networks

Answer: (B) Cultural influence in the Caribbean Explanation Indian indentured labor migration introduced Indian cuisine, music, and festivals to the Caribbean, significantly shaping the cultural landscape of the region.

Which factor contributed to Chinese migration during the California Gold Rush? A) Overpopulation in China B) Religious freedom C) Economic opportunity D) Political stability

Answer: (C) Economic opportunity Explanation The California Gold Rush (1850s) promised wealth and job opportunities, attracting many Chinese migrants seeking improved economic prospects in the United States.

• AP Calculus
• AP Chemistry
• AP U.S. History
• AP World History
• Free AP Practice Questions
• AP Exam Prep

AP World History Exam: Document-Based Question

Organizing your response.

• First , read the AP World History DBQ prompt. Underline the words that are most relevant to your task.
• Second , read the documents. Most of the first 10 minutes of the suggested reading period will be used to review the documents and organize them into groups for analysis. Each of the 4 to 10 documents will have a number above a box. Inside the box will be information about the source of the document, which is very important as you will see later, and the document itself.

Kaplan Expert Tip Jot down notes about the background of the authors in the margins. Information about the authors’ social class, education, occupation, and gender may be important in the essay. At the bottom of the document, write a short phrase that summarizes the basic meaning of the document, its purpose (why it was written), and a missing piece of evidence that could relate to the document. If the document is a speech, the missing evidence could be the perception of those listening to the speech. If the document is a government declaration, the missing evidence could be information about how effectively the declaration was carried out. It is also helpful to pause after reading all of the documents to consider evidence that would provide a more complete understanding of the issue. Then you can suggest an additional document.

• respond to the question with an evaluative thesis that makes a historically defensible claim. The thesis must consist of one or more sentences located in one place—either in the introduction or the conclusion. Neither the introduction nor the conclusion is necessarily limited to a single paragraph.
• describe a broader historical context immediately relevant to the question that relates the topic of the question to historical events, developments, or processes that occur before, during, or after the time frame of the question. This description should consist of more than merely a phrase or a reference.
• explain how at least one additional piece of specific historical evidence (beyond those found in the documents) relates to an argument about the question. This example must be different from the evidence used to earn credit for contextualization, and the explanation should consist of more than merely a phrase or a reference.
• use historical reasoning to explain relationships among the pieces of evidence provided in the response and how they corroborate, qualify, or modify the argument made in the thesis. In addition, a good response should utilize the content of at least six documents to support an argument based on the question.
• explain how the documents’ point of view, purpose, historical situation, and/or audience is relevant to the argument for at least four of the documents.

• Take notes in the margins during the reading period relating to the background of the speaker and his/her possible point of view.
• Assume that each document provides only a snapshot of the topic—just one perspective.
• Look for connections between documents for grouping.
• In the documents booklet, mark off documents that you use so that you do not forget to mention them.
• As you are writing, refer to the authorship of the documents, not just the document numbers.
• Mention additional documents and the reasons why they would help further analyze the question.
• Mark off each part of the instructions for the essay as you accomplish them.
• Use visual and graphic information in documents that are not text-based.

Don’t:

• Repeat information from the historical background in your essay.
• Assume that the documents are universally valid rather than presenting a single perspective.
• Spend too much time on the AP World History DBQ rather than moving on to the other essay.
• Write the first paragraph before you have a clear idea of what your thesis will be.
• Ignore part of the question.
• Structure the essay with just one paragraph.
• Underline or highlight the thesis. (This may be done as an exercise for class, but it looks juvenile on the exam.)

For more help prepping for the AP World History exam, check out our  AP World History Prep Plus .

You might also like

Call 1-800-KAP-TEST or email [email protected]

Prep for an Exam

MCAT Test Prep

LSAT Test Prep

GRE Test Prep

GMAT Test Prep

SAT Test Prep

ACT Test Prep

DAT Test Prep

NCLEX Test Prep

USMLE Test Prep

Courses by Location

NCLEX Locations

GRE Locations

SAT Locations

LSAT Locations

MCAT Locations

GMAT Locations

Useful Links

Kaplan Test Prep Contact Us Partner Solutions Work for Kaplan Terms and Conditions Privacy Policy CA Privacy Policy Trademark Directory